SOSYAL BİLGİLER DERS KİTABININ ÖĞRENCİLERE ELEŞTİREL DÜŞÜNME BECERİSİNİ KAZANDIRMASI AÇISINDAN DEĞERLENDİRİLMESİ
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Tarih
2019
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info:eu-repo/semantics/openAccess
Özet
Bu araştırmada, Sosyal Bilgiler 5. Sınıf ders kitabının öğrencilereeleştirel düşünme becerisini kazandırması açısından değerlendirilmesiamaçlanmıştır. Araştırmanın modeli betimseldir ve araştırmada nitel venicel yöntemler bir arada kullanılmıştır. Bu açıdan karma yöntemaraştırmasıdır. Araştırmanın nicel boyutunda, Ankara ili merkezilçelerinden alt, orta ve üst sosyo ekonomik düzeyi temsil eden 75ilköğretim okulundan 132, 5. sınıf öğretmeni örneklem olarakalınmıştır. Nitel boyutuna ilişkin ise, her üç sosyo ekonomik düzeyitemsil eden iki ilköğretim okulu, her ilköğretim okulundan da iki 5. sınıföğretmeni olmak üzere, toplam 12 öğretmen çalışma grubu içinseçilmiştir. Araştırmada nicel veriler anket, nitel veriler iseyapılandırılmış görüşme formu ile elde edilmiştir. Nicel verilerinanalizinde betimsel istatistik, nitel verilerin analizinde de betimselanaliz yöntemi kullanılmıştır. Araştırma sonuçlarına göre öğretmenlerinçoğunluğu, ders kitabının eleştirel düşünme becerisini kazandırmakonusunda yeterli düzeyde olmadığını belirtmiştir. Öğretmenlertarafında özellikle “sebep sonuç ilişkisi kurma”, “olayları yorumlamadafarklı bakış açısı geliştirme” ve “olayları sorgulamasını sağlama” altbecerilerinin kazandırılmasında ders kitabının yeterli olmadığıbelirtilmiştir. Resmi programın hedefleri ile ders kitaplarının içeriğibirbiri ile örtüşmezse, düşünce, beceri, değer ve tutumların öğrencilertarafından kazanılması son derece zordur. Bu durumun olumlu yöne evrilebilmesi için öğretim programlarının ve ders kitaplarının içeriklerisürekli olarak değerlendirilmeli, geliştirilmeli ve güncellenmelidir.Sosyal bilgiler dersinin en temel amacının “iyi bir vatandaş yetiştirmek”olduğu göz önüne alındığında, bireylerin, kararlarını alırken akılcı birşekilde düşünmeleri, sorgulamaları, pek çok değişkeni göz önündebulundurmaları, toplumsal sorunlara karşı duyarlı olmaları ve etkiliçözümler üretebilmeleri beklenmektedir.
In this study, it is aimed to evaluate the social studies textbook in terms of gaining critical thinking skills to the students. The model of the research is descriptive and qualitative and quantitative methods are used in the research. In this respect, it is a mixed method research. In the quantitative dimension of the study, 132 fifth grade teachers from 75 elementary schools representing lower, middle and upper socioeconomic levels in the central districts of Ankara province were determined as the sample. Regarding the qualitative dimension, a total of 12 teachers were selected for the study group, two primary school schools representing each of the three socio-economic levels and two 5th grade teachers from each primary school. In the study, quantitative data were collected by means of questionnaires and qualitative data were collected by structured interview form. In the quantitative analysis, descriptive statistics were applied and descriptive analysis were used in the analysis of qualitative data. According to the data obtained from the survey, the teachers stated that the social studies textbook was in part sufficient in terms of gaining critical thinking skills to the students, while the interviewed teachers stated that it was not sufficient. In particular, the majority of the teachers stated that the textbook was not sufficient in the sub skills, namely “to acquire the cause-effect relationship”, “to develop a different point of view in interpreting the events” and “to question the events”. If the objectives of the official program and the content of the textbooks do not overlap, it is extremely difficult for students to acquire ideas, skills, values and attitudes. The contents of the curricula and textbooks should be continuously evaluated, developed and updated so that this situation can evolve in a positive way. Considering that the main purpose of the social studies course is “to educate a good citizen”, it is expected for individuals to think rationally and critically, question and consider many variables while taking decisions, be sensitive to social problems, produce effective solutions and ultimately, to ensure themselves be selfexistent in society.
In this study, it is aimed to evaluate the social studies textbook in terms of gaining critical thinking skills to the students. The model of the research is descriptive and qualitative and quantitative methods are used in the research. In this respect, it is a mixed method research. In the quantitative dimension of the study, 132 fifth grade teachers from 75 elementary schools representing lower, middle and upper socioeconomic levels in the central districts of Ankara province were determined as the sample. Regarding the qualitative dimension, a total of 12 teachers were selected for the study group, two primary school schools representing each of the three socio-economic levels and two 5th grade teachers from each primary school. In the study, quantitative data were collected by means of questionnaires and qualitative data were collected by structured interview form. In the quantitative analysis, descriptive statistics were applied and descriptive analysis were used in the analysis of qualitative data. According to the data obtained from the survey, the teachers stated that the social studies textbook was in part sufficient in terms of gaining critical thinking skills to the students, while the interviewed teachers stated that it was not sufficient. In particular, the majority of the teachers stated that the textbook was not sufficient in the sub skills, namely “to acquire the cause-effect relationship”, “to develop a different point of view in interpreting the events” and “to question the events”. If the objectives of the official program and the content of the textbooks do not overlap, it is extremely difficult for students to acquire ideas, skills, values and attitudes. The contents of the curricula and textbooks should be continuously evaluated, developed and updated so that this situation can evolve in a positive way. Considering that the main purpose of the social studies course is “to educate a good citizen”, it is expected for individuals to think rationally and critically, question and consider many variables while taking decisions, be sensitive to social problems, produce effective solutions and ultimately, to ensure themselves be selfexistent in society.
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Kaynak
Turkish Studies - Educational Sciences
WoS Q Değeri
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Cilt
14
Sayı
3
